2021–22 South Carolina Every Student Succeeds Act (ESSA) Federal Programs Consolidated Monitoring Tool Office of Federal and State Accountability (OFSA)
LEA:______Date of Program Review:______
LEA Superintendent:______
Federal Programs Director(s):______
Finance Director:______Human Resources Director:______
OFSA Monitoring Team Members:______
FEDERAL INDICATOR/PROGRAMS KEY Title I-A Improving the Title I-C Migrant Education Title I-D Neglected, Title II-A Supporting Academic Achievement of the Program Delinquent, or At-Risk (Subpart Effective Instruction Disadvantaged Program 1 and Subpart 2)
Title III-A English Language Title IV-A Student Support & Title V-B Rural Education Title IX-A Homeless Children Acquisition & Immigrant Academic Enrichment Initiative and Youths (McKinney-Vento Students; OCR – Office of Civil subgrant) Rights
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PROGRAM EFFECTIVENESS AND STUDENT ACHIEVEMENT
STUDENT IDENTIFICATION AND COORDINATION OF SERVICES (SID) Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
SID 1 Targeted Assistance Schools Copy of targeted rank order list which includes I-A All children served by Title I in a Targeted multiple educational objective criteria used to Assistance building are identified as failing, identify students for services III-A OCR or most at risk of failing to meet the I-D challenging state academic standards on the basis of multiple, educationally related, Note: In accordance with Senate Bill 1371, the LEA IX-A objective criteria established by the LEA must remove all personally identifiable data and supplemented by the school. ESSA and/or information before submitting Section 1115(b). Also, certain categories of documentation. children are automatically eligible. ESSA Sections 1115(c)(2)(A-E). Children who are economically disadvantaged, children with disabilities, migratory children, English learners, and other eligible Title I students are served under Title I,A on the same basis as other children selected to receive services.
SID 2 The LEA accurately recruits and qualifies SCDE Preparation (not necessary to upload): eligible migratory children and youth based I-C on the requirements of the law, giving Evidence of attending state and regional priority to migratory children who are identification and recruitment (ID&R) trainings failing, or most at risk of failing to meet Quality Control Plan challenging state academic standards, and Review number and severity of errors found on whose education has been interrupted by a Certificates of Eligibility (COEs) for the past qualifying move during the previous year. year The LEA maintains accurate records, Onsite: including student summer/intercession participation. ESSA Sections 1303(f)(1-4), Certificates of Eligibility (active and expired) 1304(d). and Recruiter, Family Liaison, or Service Provider logs
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
Evidence that subgrantees implemented TA to recruiters regarding any findings in the SCDE re-interviewing process
Evidence that Priority for Services (PFS) students are identified (MIS2000)
Written procedures that PFS migrant students are being served on a priority basis through the migrant program
Evidence that PFS students are receiving services (MIS2000)
SID 3 The LEA provides educational continuity for SCDE Preparation (not necessary to upload): migratory students through the timely I-C transfer of educational and health records. Quarterly Data Verification checklist for use of ESSA Section 1304(b)(3). Migrant Student Information System (MIS2000) and move notifications in Migrant Student Information Exchange (MSIX) Onsite:
Evidence of communication with receiving LEAs of migrant students (e.g.. email, family liaison logs, secure file transfer portal (SFTP) records transfer)
For non- Title I, C subgrantees, evidence of communication with SCDE to facilitate records transfer and verify student residency
Evidence of the use of move notices in MSIX
Sample of migrant students’ cumulative records for COE copy
SID 4 Immigrant Grant Recipients Only SCDE Preparation (not necessary to upload):
III-A The LEA uses Immigrant funds to serve List of immigrant students immigrant children and youth as required by ESSA Section 3115(e). Approved Title III Immigrant Grant Plan
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
The term “immigrant children and youth” Observable evidence of the LEA’s Title III Plan as defined in section 3201(5) of ESSA, program and services serving immigrant means individuals who- students 1) Are aged 3 through 21; Onsite: 2) Were not born in any state; and Revenue and Expense Report or General 3) Have not been attending one or more Ledger - to include revenue, expenditures and schools in any one or more states for remaining balance more than 3 full academic years. Budget Report – to include budgets and may
also include actual expenses *An immigrant student may or may not also be EL, and an EL student may or may Detailed Ledger Report – to include detailed not also be immigrant. expenditure transactions: type of expense, vendor name, date, and amount
Budget Report for previous year if the LEA is reporting carryover in the current year
List of all staff, including FTEs and funding sources
List of activities conducted and materials purchased with immigrant funds
Narrative that describes how the LEA supports the needs of immigrant students (This may include the process of identifying which immigrants have the greatest needs and whether those needs are related to cultural adaptation to US schools or language needs.)
Business Manager interview
Program Staff interview, if applicable
Cumulative file review: Individual Language Accommodations Plans (ILAPs) for immigrant students (if applicable)
The LEA has an approved Title III Immigrant Plan (in the Grants Electronic Management
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments System (GEMS)) and observable evidence of implementation.
SID 5 The LEA accurately identifies all potential Current State-Approved Home Language English Learners using the Statewide Home III-A OCR Surveys (HLS) in all students’ cumulative files – Language Survey (HLS) for all newly enrolling students. Title VI of the Civil Qualified EL students and English –only Rights Act of 1964; ESSA Section 3113(b)(2). students (If a school has included the HLS in online registration, they will have to print out a copy of the HLS for student records. All HLSs must have both of the required signatures.)
SID 6 Early Childhood/Pre-K Sample of materials given to homeless parents IX-A The LEA ensures that homeless families, on the educational rights of preschool children children and youths receive educational services for which they are eligible, LEA referral checklist, including preschool including Head Start, Early Head Start, Even services and programs Start, early intervention services under part Sample of form/materials showing preschool C of the Individuals with Disabilities referrals provided for homeless students Education Act (20 U.S.C. 1431 et seq.), and other preschool programs administered by Samples of shared referrals between LEA the LEA. 42 U.S.C. §11432(g)(6)(A)(iii). Liaison, Head Start, First Steps, local preschools and other K-12 schools for homeless students’ siblings to document coordination and collaboration of services
Evidence of coordination between the LEA’s McKinney-Vento program and the LEA’s preschool program(s) (Evidence may include proof of preschool staff training, copies of homeless education parent resources, completed housing questionnaires.)
Evidence that young homeless children are enrolled in preschool programs administered by the LEA (Evidence may include: enrollment forms, referral logs, documentation of coordination of LEA early learning programs and community preschool supports, referrals
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments for special services for young homeless children under Title I, Part C, etc.)
Evidence that the LEA’s Child Find notice includes language specific to homeless students
SID 7 EL students are identified and qualified for Documentation of joint planning among special programs (Title I, Special Education, III-A OCR programs funded by local, state, and federal Gifted and Talented) in a timely manner as sources in providing services to English compared with their English-only peers. EL Learners staff are involved in the placement/programming for ELs List of ELs placed in and participating in participating in special programs. Title VI of coordinated services/activities. Including, but the Civil Rights Act of 1964. not limited to, Special Education, Gifted and Talented, Advanced Placement courses, Title-I services, Title I-C Migrant, extracurricular activities (Label English Learners on class or activity rosters.)
Documentation in IEP cumulative files that EL personnel were invited to participate in IEP meetings for EL students who are also qualified as Special Education SID 8 The LEA uses the state approved English SCDE Preparation (not necessary to upload): language proficiency screener aligned to III-A OCR the state’s English language proficiency KW-APT, Kindergarten screener or Online standards and the state’s academic content Screener scores are submitted in PowerSchool standards. Title VI of the Civil Rights Act of within two weeks of screener assessment 1964. administration. LEA has certified test administrators administering screener assessments. (WIDA AMS) Onsite:
Completed screener forms documentation in student cumulative files (KW-APT or Kindergarten Screener scoring Summary Sheet or WIDA screener score report)
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
SID 9 The LEA accurately qualifies and places Written LEA processes and procedures are eligible EL students in a Language III-A OCR accessible to anyone needing information Instruction Educational Program (LIEP) about the LEA's LIEP and services (i.e. EL within 30 calendar days at initial program manual, flowchart, EL enrollment or within 10 calendar days of a role/responsibilities). later enrollment using the statewide standardized entrance criteria and process. Title VI of the Civil Rights Act of 1964; ESSA Section 3113(b)(2).
SID 10 The LEA accurately exits eligible EL students Exit letters are in student cumulative files. from a Language Instruction Education III-A Program (LIEP) within the school year they have met using the statewide-standardized exit criteria and process. ESSA Section 3113(b)(2).
SID 11 The LEA has implemented a referral Procedures for referrals of EL students for process for special education that attempts III-A special education to rule out the possibility of ELs being either over or under identified for special education programs based on limited English proficiency, or lack of appropriate instruction. 34 CFR § 300.306(b).
SID 12 The LEA shall describe the services Written document on identification provided homeless children and youths, to IX-A procedures, enrollment forms, residency support the identification, enrollment, questionnaires, referral process, intake attendance, and success of homeless form/needs assessment, etc. children and youth, and the coordination of services provided under the McKinney- Evidence that LEA has adopted a student Vento Homeless Assistance Act; McKinney- residency questionnaire screener that is Vento Act Section 722, Subtitle B (g)(3); 42 disseminated to all families in the LEA at least USC 11432(g). annually (provide sample completed forms in The LEA must ensure that homeless languages used in the school community). children and youth, including those not Evidence that LEA staff and outside entities enrolled in public Pre-K or K-12 school, are and agencies participates in training provided identified and enrolled by school personnel by the LEA homeless liaison or other trained and through coordination activities with staff on compliance with the McKinney-Vento
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments other entities and agencies. McKinney- Act and procedures for identification, Vento Act Section 722(g)(6)(A)(i). enrollment, retention, and success of homeless students, etc. (Evidence may include sample The LEA liaison for homeless children and materials used in LEA-level and outside youth shall ensure that school personnel McKinney-Vento training, sign-in sheets, receive professional development and certificates of attendance, agendas, etc.) other support to assist with identification. 42 U.S.C. §11432(g)(6)(A)(ix). The procedures must detail LEA and community outreach and identification efforts to homeless families, children and youth, and whether or not they are enrolled, including responsibilities and general timelines for actions.
Written procedures for McKinney-Vento coding in PowerSchool
SID 13 The LEA must immediately enroll students Copy of policy or written procedures for in school, even if they lack records that are IX-A maintaining easily accessible school records for normally required for enrollment or missed students experiencing homelessness application or enrollment deadlines during a period of homelessness. 42 U.S.C. §11432 Liaison records/tracking forms that document (g)(3)(C)(i). assistance provided in obtaining records The LEA must facilitate in obtaining records (immunizations, medical, birth certificates) for as soon as possible from the students' students experiencing homelessness previous school. 42 U.S.C. §11432 Evidence that personally identifiable (g)(3)(C)(ii). information (PII) regarding a student’s living The LEA must assist in obtaining necessary situation should be shared and/or transferred documentation, communications or via a secure means, and is allowable to LEA medical records for homeless children and employees with educational need, including youth who do not have the transfer to another school or LEA immunizations/medical records. 42 U.S.C. §11432 (g)(3)(C)(iii). Evidence that the addresses for homeless students is not included in directory Any record ordinarily kept by the school, information including immunization or medical records, academic records, birth certificates, guardianship records, and evaluations for special services or programs, regarding
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments each homeless child or youth shall be maintained: (i.) so that the records are available, in a timely fashion, when a child or youth enters a new school or LEA; and (ii.) in a manner consistent with section 444 of the General Education Provisions Act (20 U.S.C. 1232g). The LEA treats information about a homeless child or youth’s living situation as a student education record, and shall not be deemed to be directory information. 42 U.S.C. §11432 (g)(3)(D).
SID 14 The LEA assists with identification of all SCDE Preparation (not necessary to upload): potential migratory, homeless, multilingual I-A learner, and immigrant students using the Evidence that Enrollment Survey indicators are I-C statewide Enrollment Survey (ES). ESSA recorded in PowerSchool. Section 1308(a). Onsite: III-A IX-A Note: This furthers the purpose under Title Current state-approved “Enrollment Survey” in I-A of “coordinating services under all parts students’ cumulative files starting with the of this title with each other, and other 2022-2023 school year. educational services”.
PROGRAM NEEDS ASSESSMENT, SERVICES, AND EVALUATION (PROG)
Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
PROG 1 Schoolwide Program Reviewers will look for evidence supporting the implementation of allowable schoolwide I-A Implementation of a schoolwide program components through: includes allowable activities:
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1. Schoolwide reform strategies incorporated in Interview with principal at each selected the over-all instructional program: school • based on a comprehensive needs assessment; Classroom observations • addresses the needs of all students in Professional development calendar school, particularly the needs of those children who are failing, or are at-risk of Meeting agendas and sign in sheets failing, to meet the challenging state standards uses methods and Title I-A paid position staff schedules instructional strategies that strengthen the academic program in the school, Additional documentation, as applicable increase the amount and quality of learning time, and help provide an enriched and accelerated curriculum … 2. Transition: Strategies for assisting preschool children in the transition from early childhood education programs to local elementary school programs. ESSA Sections 1114, 1116.
PROG 2 The LEA can describe the services provided to Copy of McKinney-Vento Subgrant Year support the enrollment, attendance, and success IX-A End Analysis; data collected by the district of homeless children and youth, including services provided with the Title I homeless reservation, in Description of the services provided coordination with the services the LEA provides under the McKinney-Vento Act. 20 U.S.C. §6312(b)(6) and the activities provided that have expanded or improved services for homeless students through the McKinney-Vento subgrant. 42 U.S.C. §11433(a)(2)(A)(iii).
PROG 3 Targeted Assistance Schools Evidence that the Targeted Assistance I-A Documentation demonstrates allowable program includes the required programs under the Targeted Assistance School components, including evaluating the Program: effectiveness of the targeted assistance program • Use Title I resources to help participating children meet the challenging state academic Program Observation standards. Teacher and principal interviews
Professional Development calendar
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• Uses methods and instructional strategies to Detailed meeting agendas and sign in strengthen the academic program of the sheets school. • Coordinates and supports the regular Title I-A paid position staff schedules education program, which may include assisting preschool children in the transition from early childhood programs such as Head Start, the literacy program under subpart 2 of part B of title II, or state-run preschool programs to elementary school programs. • Helps provide an accelerated, high-quality curriculum. • Minimizes the removal of children from the regular classroom during regular school hours for instruction. • If appropriate and applicable, coordinates and integrates federal, state, and local services and programs. • On an ongoing basis, reviews the progress of eligible children and revises the targeted assistance program, if necessary, to provide additional assistance to enable participating children to meet the challenging state academic standards. ESSA Section 1115. Evidence of: PROG 4 Foster Care Coordinating with local CWAs to develop a I-A Designated a Point of Contact (POC) for Foster process for implementing ESSA provisions Care Liaison to the Health & Welfare Department Leading development of best interest (and notify state Department of Education). The determination process LEA POC may be the LEA McKinney-Vento Liaison. ESSA Section 1112 (c)(5)(A). Facilitating the transfer of records and immediate enrollment and data sharing Developed a current working Best Interest with CWAs Determination process that evaluates the appropriateness of the current educational Written protocol for the foster care liaison setting. ESSA Section 1111(g)(1)(E)(i). role in the LEA Developing and coordinating local Ensure that children in foster care who are in transportation procedures need of transportation to and from their schools of origin promptly receive such transportation
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using effective policies and procedures. ESSA Note: Resources are available on the Foster Section 1112 (c)(5)(B)(i). Care webpage.
PROG 5 Rural and Low-Income Evaluation: Identify who is involved in the evaluation V-B Grant funds are used to support measurable goals process and objectives that increase student academic achievement and/or decrease student dropout Documentation of measurable goals to be rates. ESSA Sections 5222, 5224, 20 U.S.C. 7351c. achieved stated in the approved plan in GEMS
Documents for academic achievement, identify data from which information is gathered and analyzed for evaluating the effectiveness of the RLIS program
PROG 6 The LEA identifies the unique educational needs SCDE Preparation (not necessary to upload): of all migratory children, including preschool I-C children and children who have dropped out of Comparison of migrant students vs. all school with a plan that specifies measurable students on state assessments from the program objectives and outcomes; The LEA LEA report card measures migratory student progress against the Onsite: desired outcomes of the MEP and state academic content standards. ESSA Section 1306(a)(1). Documentation of the LEA Comprehensive Needs Assessment (CAN) process, including: • CNA team members • CNA Timeline • Agenda/Minutes of meetings • Documentation of analysis of completed parent, student, staff surveys and focus group findings
PROG 7 As part of the comprehensive needs assessment, Evidence of joint planning among the LEA identifies and addresses the unique I-C programs funded by local state and educational needs of migratory children in federal sources (including Title I-A, early coordination with other local, state, and federal childhood, and language instruction programs and encompasses the full range of under Title III-A) in providing services to services available to migrant children and migrant students, including to preschool provides for the integration of MEP services with children and children who have dropped those provided by other programs. ESSA Section out of school (e.g. agendas, meeting 1306(a)(1)(E)-(G). minutes, email correspondence, collaboration logs) List of migrant students receiving other program services including interventions
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and any other academically related programs (e.g. Title I-A, EL, special education, reading interventions, McKinney-Vento, gifted programs, and college readiness programs) PROG 8 The law also allows for continuation of services to SCDE Preparation (not necessary to upload): a child who ceases to be a migratory child for 1 I-C term, 1 additional school year, or until graduation Evidence that Continuation of Services if comparable services are not available through (COS) students are identified and served other programs. ESSA Section 1304(e). (MIS2000) Onsite:
Written procedures for the identification process and services provided to COS students, including how students with long-term COS are re-evaluated periodically
PROG 9 Each student identified for the core EL program Schedule(s) for all EL services provided receives a high-quality program of instruction that III-A OCR detailing specific staff providing such uses approaches, methodologies, and curricular services materials/resources that are research-based and proven effective with ELs. EL programming and Descriptions for EL/Bilingual service(s) services are provided in comparable facilities that provided by the Language Instruction do not unreasonably segregate EL students. Title Educational Program (LIEP) (e.g. course VI of the Civil Rights Act of 1964; Castañeda v Pickard, 648 F.2d 989 (5th Cir. 1981). descriptions, curriculum map, scope and sequence)
List of curricular resources/materials used for providing core EL instruction
English Language Proficiencies (ELPs) are completed for ELs and copies of ELPs are in cumulative files.
Approved state EL Plan in GEMS and observable evidence of implementation
PROG 10 Academic/Content instruction for ELs is designed SCDE Preparation (not necessary to upload): and implemented, fitting with an effective III-A OCR language instruction educational program that Graduation data for English Learners (check LEA report card)
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assists ELs in meeting challenging state academic Onsite: standards. Lau v. Nichols (1974). Evidence that instruction that has been designed for meeting the needs of ELs. (e.g. lesson plans detailing EL differentiation and/or use of EL strategies in classroom instruction)
PROG 11 The LEA demonstrates that the Core EL program SCDE Preparation (not necessary to upload): and academic courses indicate that ELs are III-A OCR achieving and sustaining parity of linguistic and Check PowerSchool for list (# and %) of academic achievement with students who Long Term ELs (ELs in the program 5+ entered the LEA’s school system already years) proficient in English. Title VI of the Civil Rights Act of 1964, 648 F. 2d 989 (5th Circuit, 1981). Longitudinal academic accountability data for English Learner subgroup (Report Card) Onsite:
Sample of current class rosters with letter grades for ELD and Academic/ Content courses (Label English Learners on class rosters.)
Student samples of accommodated work
PROG 12 The LEA has created a Title III-EL Plan to increase Narrative describing the LEAs the English proficiency levels of EL students by III-A OCR supplemental Title III-A program, providing effective language instruction including instructional goals and evidence educational program that meets the needs of ELs that each LIEP is effective in increasing and demonstrate success in increasing (A) English student’s ELP and academic achievement language proficiency (B) student academic (The narrative should also include achievement. ESSA Sections 3115(c)(1); evidence of parent, family, and 3116(b)(1)-(2). community engagement activities.) *NA for LEAs participating in a TIII Consortium The LEA has an approved Title III Plan in GEMS and observable evidence of implementation.
PROG 13 The LEA monitors, for a minimum of four years, Multiple data sources such as state the progress of students exited from the program III-A OCR assessment scores, LEA assessment to ensure correct classification, placement, and scores, grades, teacher feedback, additional support if needed. Title VI of the Civil attendance, etc. Rights Act of 1964; ESSA Section 3121(a)(5).
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The LEA has an approved Title III Plan in GEMS and observable evidence of implementation.
Sampling of Monitoring Forms for M1 – M4 students in cumulative records
PROG 14 The LEA has a process for entering and verifying SCDE Preparation (not necessary to upload): English Learners in PowerSchool. ESSA Section III-A 3121. Submit LEA’s written policy or procedure for timely and effectively entering and verifying data for English Learners
Annual Data Collection in PowerSchool was submitted on or before June 30th of the prior year.
Annual Assessment Data Collection in Enrich was submitted on or before June 30th of the current year.
Review most current PowerSchool upload for Immigrant data accuracy (e.g. language, country of origin, date of entry to the US)
Review PowerSchool for EL data accuracy • LEA has current personnel assigned to the Title III EL Programs Coordinator role.
PROG 15 The LEA has designated an appropriate staff The LEA liaison should be someone who person as a Homeless Coordinator/Liaison who IX-A has the time/capacity to carry out the can fulfill the 10 liaison duties as listed in 42 assigned duties described in the law. U.S.C. § 11432(g)(6)(A). Evidence can include the following:
The LEA has policies and practices to ensure that Name and Title of the LEA liaison the liaison participates in professional Evidence that the designated development and other technical assistance McKinney-Vento liaison is listed on activities as determined appropriate by the State the District and Entity Information Coordinator. 42 U.S.C. §11432 (f)(5)-(6), Management System (DEIMS) and (g)(1)(J)(iv). SCDE McKinney-Vento Liaison
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Contact Information as the LEA’s McKinney-Vento Liaison
Provide Liaison FTE showing capacity is sufficient to fulfill all liaison duties outlined in the McKinney-Vento Act (Evidence may include a written statement describing the staff time specifically dedicated to fulfilling liaison duties as described in law; or, a completed attestation regarding the fulfillment of McKinney-Vento liaison duties.) Evidence of LEA organizational strategic plan that illustrates other LEA staff that assist the liaison in the fulfillment of the mandated duties
Evidence of liaison participation in approved McKinney-Vento trainings, conferences, webinars and/or other on- line opportunities
PROG 16 The LEA has a current Homeless Education policy Policy adopted by LEA describes that ensures homeless children and youth have IX-A rights of homeless students and the equal access to the same free, appropriate public requirements of the LEA in serving education and support services, including a public these students preschool education (if available), as provided to other children and youths in the state. 42 U.S.C. Copy of LEA School Board policy §11431(1). (policies) related to homeless The LEA shall review and revise policies that may students or services to homeless act as barriers to the enrollment of homeless students children and youth. Current records documenting the Considerations shall be given to issues concerning most recent review of LEA policies transportation, immunization, residency, birth and procedures on homeless certificates, school records and other students documentation, and guardianship. Special attention shall be given to ensuring the Copies of any revised policies and enrollment and attendance of homeless children procedures implemented to remove and youth who are not currently attending barriers for homeless students
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school. 42 U.S.C. §§11432 (g)(7)(A)-(C), Note: For a sample LEA Homeless Education 11432(g)(1)(J)(i), 11432(g)(1)(I). Policy and Policy Checklist, please visit the Title IX-A: Homeless Children & Youths webpage.
PROG 17 The LEA has a procedure that ensures homeless Written procedures that remove children and youths IX-A barriers to accessing academic and/or extracurricular activities • are accorded equal access to appropriate secondary education and support services, Records documenting program and including by identifying and removing course selection, referrals and barriers that prevent homeless youths from receiving appropriate credit for full or partial participation coursework satisfactorily completed while attending a prior school, in accordance with state, local, and school policies; and • who meet the relevant eligibility criteria do not face barriers to accessing academic and extracurricular activities, including magnet schools, summer school, career and technical education programs, advanced placement, on-line learning, and charter school programs, if such programs are available at the state and local levels. 42 U.S.C. § 11432(g)(1)(F)(ii),(iii).
PROG 18 Homeless Student School Selection: Written student-centered, best interest IX-A In determining the best interest of the child or school selection checklist or similar youth the LEA shall-- document used for determining student
(i) presume that keeping the child or youth in the placement school of origin is in the child’s or youth’s best interest, except when doing so is contrary to the Written Notification of Eligibility & School request of the child's or youth's parent or placement letter guardian, or (in the case of an unaccompanied Copy of rights to school of origin youth) the youth. documentation shared with parent, (ii) consider student-centered factors related to guardian, or unaccompanied youth the child’s or youth’s best interest, including factors related to the impact of mobility on Copies of all documents where achievement, education, health, and safety of transportation policies are described in homeless children and youth, giving priority to writing the request of the child’s or youth’s parent or guardian or (in the case of an unaccompanied youth) the youth.” 42 U.S.C. §11432(g)(3)(B)(i),(ii).
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Copies of inter-LEA transportation agreements to serve students experiencing homelessness
Note: For examples/templates, please visit: the Title IX-A: Homeless Children & Youths webpage.
PROG 19 If after conducting the best interest Copy of LEA dispute resolution policy or determination the LEA determines that it is not in IX-A procedures the child’s or youth’s best interest to attend the school of origin or the school requested by the Copy of written materials regarding the parent or guardian, or unaccompanied youth, the education rights of homeless students, LEA must provide a written explanation of the including the right to appeal, provided to reasons for it determination and has a process for parents, guardians and unaccompanied the resolution of disagreements, including youth, in a manner and form procedures for homeless families and youth to understandable appeal school placement decisions made by the LEA. 42 U.S.C. § 11432(g)(3)(B)(iii). Samples of parent/guardian notification of denial of eligibility, enrollment in DISPUTES – school of origin, or school requested for If a dispute arises over eligibility, or school each occurrence selection or enrollment in a school— Summary of any homeless education `(i) the child or youth shall be immediately disputes or appeals filed, resolved, and/or enrolled in the school in which enrollment is further appealed – up to the date of the sought, pending final resolution of the dispute, M-V Monitoring Review including all available appeals 42 U.S.C. §11432(g)(3)(E)(i); Student records documenting immediate `(ii) The LEA shall provide the parent, guardian, or enrollment and services provided of homeless student while dispute resolution unaccompanied youth a written explanation of the reasons for its determination, in a manner is pending, if applicable (Student lists and form understandable, including information must have names redacted.) on dispute procedures and their right to appeal Documentation of an LEA dispute such decisions. 42 U.S.C. §11432(g)(3)(E)(ii) & appealed to the SEA level, if any (LEA 11432 (g)(3)(B)(iii); must submit the procedure and forms to `(iii) The parent, guardian, or unaccompanied be used for disputes, if no disputes have youth shall be referred to the LEA liaison who been filed to date.) shall carry out the dispute resolution process as expeditiously as possible after receiving notice of Process needs to align with the state’s the dispute. 42 U.S.C. §11432(g)(3)(E)(iii). process. Note: Even if placement disputes have not occurred before, the LEA is required to have a
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written plan and procedures describing how to proceed in the event resolution/appeal is sought. Note: Students must be immediately enrolled in the requested school (the school of origin or the residential school only) during the dispute process. Note: For examples/templates and state dispute process, please visit: the Title IX-A: Homeless Children & Youths webpage
PROG 20 Homeless Student Coordination: Evidence that the LEA has coordinated IX-A The LEA shall coordinate the identification and services through ongoing and regular provision of services with local social service contact with community agencies and
agencies and other agencies providing services to entities, e.g. service groups, social service homeless children, youth, and their families, agencies, faith communities, local including those funded under the Runaway and community action partners Homeless Youth Act, other local education agencies, state and local housing agencies, and Evidence must demonstrate coordination others. beyond routine community donations to schools such as food baskets, coats, etc. The LEA shall ensure that… (i) Homeless families Evidence may include presentations and homeless children and youths receive provided to community groups, logs, referrals to health care services, dental services, meeting minutes, correspondence, mental health and substance abuse services, agendas, etc. to show that the LEA housing services, and other appropriate services; actively works with and informs and (ii) Transportation, transfer of school records, community organizations regarding the and other inter-LEA activities, with other local identification and support of homeless agencies. 42 U.S.C. §11432(g)(5)(A). children and youth.
Evidence of coordination/ collaboration with other LEAs on inter-LEA issues;
Evidence of coordination/ collaboration with other departments within LEA, such as Title I-A and other federal programs, transportation, etc.
Evidence of completed intake forms (separate from housing questionnaire) specific to homeless students (Form used to determine homeless student’s needs, provide referrals for services such as
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medical, dental, housing and mental health, and inform parents and unaccompanied youth of available LEA services and supports)
PROG 21 Unaccompanied Homeless Youth: Evidence that UHY have been informed of IX-A The LEA shall ensure that unaccompanied and received written verification of their homeless youth (UHY) are enrolled in school,, independent student status for the
have opportunities to meet the same challenging purposes of the Free Application for state academic standards as other students, are Federal Student Aid (FAFSA) informed of their educational rights as homeless students and their status as independent students Evidence of coordination with post- under section 480 of the Higher Education Act of secondary agencies for the purpose of 1965 (20 U.S.C. 1087vv) and that the youths may verifying independent student status obtain assistance from the liaison to receive Documentation of UHY participation in verification of such status for purposes of the event to support completion of FAFSA, Free Application for federal student aid described college visits or tours, orientation in section 483 of such Act (20 U.S.C. 1090). 42 sessions, college fairs, etc. U.S.C. §11432 (g)(6)(A)(x)(III). UHY receive assistance from counselors to advise Evidence that HY and UHY have received such youths, and prepare and improve the college and career counseling, and readiness of such youths for career and college. coordination with post-secondary 42 U.S.C. §11432(g)(1)(K). educational and employment agencies
Evidence of student-friendly education rights of homeless student information
Evidence that McKinney-Vento students have received IGP with college and career counseling at required intervals and beyond, if needed
Evidence that the LEA has worked with homeless youth to achieve on-time graduation with content and credit recovery, supplemental educational services, summer school, etc.
Documentation of any college application fees paid or waived by LEA or college for graduating homeless youth
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PROG 22 Homeless Students with Disabilities: LEA referral checklist, including Special IX-A The LEA must ensure that children with Education services, programs and/or disabilities who are homeless have the same right evaluations to FAPE under IDEA, Part B as non-homeless children with disabilities. Homeless children with Sample of form/materials showing Special disabilities and their parents are subject to the Education referrals provided for homeless same IDEA protections and requirements as students children with disabilities and their parents who Documentation of expedited are not homeless. IDEA, Part B 34 CFR 300.101. evaluations/assessments for homeless students with suspected or determined disabilities
Samples of emails, letters, etc. from Liaison to Special Education Director (LEA and/or ISD), school psychologist, phone log of referrals, etc.
Meeting minutes and sign in sheets of LEA collaboration with LEA Special Education staff and programs
PROG 23 Homeless Transportation: Copy of LEA policy regarding IX-A The LEA has written policies and practices to transportation for students experiencing ensure that transportation to the school of origin homelessness is provided, at the request of the parent/guardian or unaccompanied homeless youth. 42 U.S.C. Written procedures for arranging §11432(g)(1)(J)(iii). transportation within and across LEAs MOA/MOU for inter-LEA transportation
The LEA must ensure that homeless Samples of any materials used to inform families/youth are fully informed of all parents or youth of transportation transportation services to school (school of origin services available and the method of or school of residence) and assists in accessing distribution the transportation services. 42 U.S.C. §11432(g)(6)(A)(viii). Samples of transportation forms used to show evidence of coordinated
transportation services, such as If the school of origin and school of residence are transportation request forms, email or fax in different LEAs, the two must agree upon a communications, gas card, bus token, taxi method to apportion the responsibility and costs vouchers or forms, etc. for transportation. If the LEAs cannot agree, they must share the costs and responsibility equally. Spreadsheet or sample records (students 42 U.S.C. §11432(g)(1)(J)(iii), 11432(g)(4)(A). name must be redacted) for tracking type
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of transportation services provided to individual homeless students, date requested, start and stop dates, etc.
Percent of homeless students attending school of origin
PROG 24 The LEA must assure that homeless Samples of records of homeless students children/youth are provided services/programs IX-A served in all LEA programs mentioned at comparable to those received by other students left, indicating comparable levels of in the LEA, including transportation, special services being provided to both (also education, Title I-A, advanced/accelerated, ELL, provide a sample for a non-homeless vocational/technical education, gifted/talented, student, as comparison)* school nutrition, before-and after-school, and preschool programs, etc. 42 U.S.C. §11432(g)(4), *All personal identifiable information of see February 2008 Special Education and students should be redacted. Homeless Q&A. LEA’s CURRENT Title I – M-V Homeless The LEA must ensure that homeless families, Reservation Template, indicating the children and youth receive all educational amount of Title I funds set aside/reserved services for which they are eligible 42 U.S.C. for providing comparable Title I services §11432(g)(6)(A)(iii). to homeless students attending non-Title I NOTE: This includes Head Start, Early Head Start, school buildings in the LEA by the Migrant Head Start, Great Start Readiness reserved Title I funds Program (GSRP), special education, Title III English LEA records of other services provided for Language support, Title I-A academic support, homeless students by Title I funds academically talented, advanced proficiency courses, etc., as well as referrals to services for Documentation of LEA Liaison efforts to health, mental health, dental health, etc. ensure that homeless students participate in state assessments with non-homeless students
Sample of LEA Referral Checklist provided to parents/youth, listing LEA and community services available to homeless families, children and youth
Samples of completed checklist or form, showing referrals provided for students, both homeless and non-homeless
Copies of emails, letters, etc. from Liaison to Title I Coordinator, Title III Coordinator, Special Education Coordinator, Counselor, Early Learning Coordinator, etc., phone
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log of referrals, etc., to document coordination and collaboration of services
PROG 25 The LEA is using Title V-B funds as approved in Application has been approved. their application; which may include any or all of V-B the following: Documentation that supports the 1. Teacher recruitment and retention, implementation of activities selected by including the use of signing bonuses and the LEA to support with RLIS funding. other financial incentives. Expenditure reports 2. Teacher professional development, including programs that train teachers to utilize technology to improve teaching and to train special needs teachers. 3. Parental involvement activities. 4. Activities authorized under the Safe and Drug-Free Schools program under Part A of Title IV. 5. Activities authorized under Part A of Title I. 6. Activities authorized under Title III. ESSA Section 5222(a).
PROG 26 LEAs receiving more than $30,000 in Title IV-A Evidence that a Needs Assessment was funds shall conduct a comprehensive needs IV-A conducted, which may include the assessment in order to examine needs for assessment itself or documentation that improvement of: contributed to the Needs Assessment 1. Access to, and opportunities for, a well- (survey results, disciplinary records, rounded education for all students; course offerings, professional development schedules, etc.) 2. School conditions for student learning in order to create a healthy and safe Note: This requirement was waived for the school environment; and 2019–20 school year. 3. Access to personalized learning experiences supported by technology and professional development for the effective use of data and technology ESSA Section 4106(d)(1),(2).
PROG 27 LEAs receiving more than $30,000 in Title IV-A Evidence of programmatic efforts funds shall: IV-A reflective of the listed priorities (special programs, new / expanded course
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1. Use not less than 20% of their allocation offerings, curriculum development, to develop and implement programs content alignment to standards, field and activities that support access to a trips, lesson plans, professional well-rounded education; development, etc.) are present 2. Use not less than 20% of their allocation Note: This requirement was waived for 2019– to foster safe, healthy, supportive and 20 school year. drug-free environments that support academic achievement; 3. Use a portion of their allocation to improve the use of technology and / or data to improve the academic achievement, academic growth and digital literacy of all students. No more than 15% of this amount may be used for technology infrastructure. ESSA Sections 4106(e)(2)(C)-(E), 4109(b).
PROG 28 The LEA periodically evaluates the effectiveness Documentation of evaluation, feedback, of its Title IV,A program activities based on the IV-A etc. objectives and outcomes outlined in its application. ESSA Sections 4106(e)(1).
PROG 29 Programming funded by Title IV-A is coordinated Evidence of collaboration with other with other schools and community-based services IV-A schools and community-based services and programs. ESSA Sections 4107, 4108, 4109. and programs (memorandums of understanding, advisory board / coalition membership and meeting notes, resource-sharing among multiple schools, etc.)
PROG 30 All qualified EL students are annually assessed for SCDE Preparation (not necessary to upload): ELP using the state approved English language I-A proficiency assessment aligned to the state’s Review prior year’s ACCESS participation III-A English language proficiency standards and the in ACCESS appeals site (Review for state’s academic content standards. ESSA students who were tested and should not Sections 1111(b)(2)(G), 3113(b)(3)(B). have been; students who should have been tested and were not; check to see if Do Not Score codes were used)
Evidence that LEA only administers Alternate ACCESS to ELs also participating
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in other alternate assessments. (SCDE will check PowerSchool ) Onsite:
LEA’s written policy or procedure for verifying number and percentage of ELs tested on ELP assessments including how the LEA provides appropriate accommodations for ELs with an active IEP on the ELP assessment Note: Written procedure applies to all Title I-A programs even if there are no enrolled English Learners.
List of certified ACCESS 2.0 and Alternate ACCESS test administrators with corresponding WIDA assessment certificates
English language proficiency assessment score reports are placed in students’ cumulative files annually Note: This requirement was waived for 2019– 20 school year.
PROG 31 The LEA assesses all qualified ELs on annual LEA’s written policy or procedure verifying academic achievement assessments (in I-A that all identified ELs participate in all appropriate grades) The LEA has provided assessments and evidence that ELs are III-A students with appropriate accommodations, participating in academic achievements including, to the extent practicable, assessments in the language and form most likely to yield Note: Written procedure applies to all Title I-A accurate data on what such students know and programs even if there are no enrolled English can do in academic content areas. ESSA Section Learners. 1111(b)(2)(B)(vii)(III). Note: This requirement was waived for the 2019–20 school year. )
PROG 32 The LEA has annually assessed the English Procedures for assessing students who language proficiency of students who opted out III-A have opted out of EL programs of EL services and taken appropriate action to provide these EL students access to its Results of assessments educational programs. Title VI of the Civil Rights Act and the EEOA; OCR Guidance; ESSA §3121(a).
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FAMILY AND COMMUNITY ENGAGEMENT (FACE)
Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
FACE 1 At the beginning of each school year, the local Samples of family/parent notification for educational agency (LEA) notified families/ I-A each Title I-A building, in multiple parents in all Title I-A served buildings that they languages as practicable may request information regarding the professional qualifications of students’ classroom Note: Resources are available on the Title II teachers. ESSA Section 1112(e). webpage including a Sample Parent Notification of Teacher Qualifications. Also, in Title I schools, notification was sent to parents for a child who is assigned/taught by a teacher for four or more consecutive weeks that
does not meet state licensure requirements at grade/subject level. ESSA Section 1112(e)(1)(B)(ii).
FACE 2 The LEA provides strategies to increase the Meeting minutes or survey results where involvement of parents. ESSA Section 1115. I-A LEA identified barriers to greater participation of parents in parent involvement activities
Documentation of parent involvement events being held at various times of the day or days of the week. Information is provided in a language the parent can understand
FACE 3 Schoolwide program evaluation: A written Schoolwide Program evaluation I-A The plan and its implementation shall be which includes the following: regularly monitored and revised as necessary based on student needs to ensure that all who is involved in the program students are provided opportunities to meet the evaluation process and how often the challenging state standards. team meets; data from which information is The plan is available to parents and the public, gathered and analyzed for evaluating and the information contained in such plan shall the effectiveness of the schoolwide be in an understandable and uniform format and, program; to the extent practicable, provided in a language
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
that the parents can understand. ESSA Section what changes have occurred in the 1114 (b)(4). school since last year. Consider the school population, instructional staff, school climate, etc.; the effectiveness of core instruction; state and LEA assessment data; and the process for implementing instructional and programmatic changes based on data. Note: The schoolwide program evaluation requirement is critical. A formal evaluation process must be in place and documented.
FACE 4 The LEA ensures that each participating school Dated cover letter sent with the report OR provides to individual families/parents I-A a Parent Brochure and Report information on the level of achievement of the parent’s child in each of the state’s academic assessments as required. ESSA Section 1112(e)(1)(B)(ii).
FACE 5 Parental Involvement: Copy of building parent/family engagement policy (plan) that will provide I-A Involve parents, in an organized, ongoing, and families/parents with timely information timely way, in the planning, review, and about programs, shared responsibilities improvement of programs under this part, for high student academic achievement, including the school parent and family address the importance of communication engagement policy and joint development of the between teachers and parents, frequent schoolwide program plan. ESSA Sections 1114, reports to parents on their child’s 1116. progress, and provide materials and training to help parents work with their child
Evidence of dissemination to families and communities
Evidence of plan review process (recommend annual review) with families
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments and parents playing an active participant role
FACE 6 The LEA shall inform school personnel, service Evidence (annual notification email, providers, and advocates working with homeless IX-A list of McKinney-Vento families of the duties of the LEA liaisons. 42 U.S.C. trainings/presentations by date and §11432 (g)(6)(B). audience, agendas, sign-in sheets, etc.) that school personnel and community agencies have been The LEA shall coordinate and collaborate with informed of the liaison’s duties and state coordinator and community and school the requirements of Title IX-A personnel. 42 U.S.C. §11432 (g)(6)(C). Homeless Education
Link to Liaison duties and contact information posted on LEA website
Sample of any forms/brochures used to refer families or youth to a Local LEA Liaison
Samples of meeting minutes and agendas documenting the participation of Liaison and/or LEA representatives on local committees (Examples could include the Continuum of Care (CoC))
FACE 7 (A) Consult with teachers, principals, other Documentation explaining how the LEA school leaders, paraprofessionals (including II-A meets these consultation and organizations representing such individuals), coordination requirements (This may be specialized instructional support personnel, an LEA professional development plan, charter school leaders (in a local educational meeting agendas, meeting minutes, agency that has charter schools), parents, strategic plan, and/or a narrative that community partners, and other organizations or addresses each of these requirements) partners with relevant and demonstrated expertise in programs and activities designed to Interview (as needed) meet the purpose of this title; (B) Seek advice from the individuals and organizations described in subparagraph (A) regarding how best to improve the local
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments educational agency’s activities to meet the purpose of this title; ESSA Section 2103(b)(3).
FACE 8 The LEA family engagement policy is developed Copy of policy and agreed upon by families/ parents and I-A distributed to all families/parents. The policy Evidence of an annual review with must describe how the LEA will: family/parent engagement such as: • Develop a Title I Plan notification of meetings, list of attendees, • Build capacity to improve academic minutes of meetings, agendas, and parent achievement comments • Coordinate with other programs The policy reflects an annual review date • Include evidence based strategies by the LEA board (Board minutes or • The policy is reviewed annually current review date on policy) ESSA Section 1116(a). Evidence that the policy is distributed to parents (LEA website, newsletter, handbook, etc.)
FACE 9 Each school building has a parent and family Copy of building parent/family engagement plan. The written plan must describe I-A engagement policy (plan) that will provide how the school will carry out the parent/family families/parents with all of the following engagement activities. The plan is made available required components: timely information to the local community and is updated about programs, shared responsibilities periodically to meet the changing needs of for high student academic achievement, parents and the school. ESSA Section 1116(b). address the importance of communication between teachers and parents, frequent reports to parents on their child’s progress, and provide materials and training to help parents work with their child
Evidence of dissemination to families and communities
Evidence of plan review process taking place (recommend annual review) with families and parents playing an active participant role
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
FACE 10 Each Title I school jointly develops with Evidence that the Compact contains families/parents for all children served under I-A required elements and is collaboratively Title I, a school - parent compact. School written and distributed annually distributes compact to parents annually and evaluates its effectiveness. ESSA Section 1116(d).
FACE 11 An annual meeting is convened to which all Provide a copy of meeting notification(s), parents of students in a schoolwide program and I-A agenda, meeting notes/minutes, and sign- participating students in a targeted assistance in/attendance list (Include parental program are invited to inform parents of their comment and input to meeting notes) school’s participation in Title I and to explain Title I requirements and the right of parents to be involved. ESSA Section 1116(c).
FACE 12 Assistance, materials, and training have been Description and timeline of activities provided specifically to Title I-A families to help I-A including copies of materials, training build capacity for their engagement. ESSA Section agendas, sign-in sheets, etc. 1116(e)(2). Evidence that schools provide assistance to families/ parents in understanding content and achievement standards, assessments, and how to monitor their child’s progress
Evidence that parents and families are provided materials and training to help their children succeed in school, such as literacy training and using technology
FACE 13 The LEA reserves no less than 1% of its Title I-A Detailed Budget Page that provides allocation (if ≥ $500,000) for parent and family I-A evidence that funds are used to promote engagement activities, including promoting parent and family engagement family literacy and parenting skills. ESSA Section 1116(a)(3)(A). Note: Must include at least one of the following activities:
Providing professional development regarding parent and family engagement strategies
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
Supporting programs that reach parents and families Disseminating information on best practices focused on parent and family engagement Collaborating with organizations with a record of success in improving parent and family engagement Engaging in other activities and strategies that are appropriate and consistent with the LEA parent and family engagement policy
FACE 14 The LEA distributes at least 90% of School level budget report for each family/parental engagement funds to I-A participating school indicates an allocation participating schools. ESSA Section 1116(a)(3)(C). from the LEA for family/parent engagement activities
FACE 15 Parents of children receiving services are Meeting agenda, notes/minutes, and sign- involved in the decisions regarding how parent I-A in/ attendance sheet and family engagement funds are allotted for parent and family engagement activities. ESSA Copy of survey, if applicable Section 1116(a)(3)(B).
FACE 16 Public notice of the educational rights of Evidence of public notice of education homeless children and youths is disseminated in IX-A rights, and that postings and materials: locations frequented by parents or guardians of • include current liaison contact such children and youths, and unaccompanied information youths, including schools, shelters, public • are also in Spanish and other libraries, and soup kitchens, in a manner and prevalent languages form understandable to the parents and guardians of homeless children and youths, and Written list of specific locations where unaccompanied youths. 42 U.S.C. posters are placed in school buildings and §11432(g)(6)(A)(vi). in the community, with date verified Visual verification of LEA office and school locations
Link to notices posted on LEA website
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
Sample of LEA homeless education brochure, if applicable Note: Link to order free Posters & materials (Spanish & English): National Center for Homeless Education
FACE 17 LEA and regional parent advisory councils (PACs) Evidence that migrant parents are fulfill their responsibilities by: I-C involved in the planning, implementation • Establishing MEP goals, objectives, and and evaluation of the program: priorities based on reviewing the Sign in/attendance list of PAC comprehensive needs assessment, service members delivery plan, and LEA MEP activities Notices of meetings, invitations Advise LEA in planning LEA program activities, and correspondence in English ESSA Sections 1304(c)(3) and 1306(a)(1)(B)(ii). and Spanish Agenda & Minutes of PAC meetings in English and Spanish
FACE 18 LEA programs will provide for advocacy and SCDE Preparation (not necessary to upload): outreach activities for migratory children and I-C their families to inform such children and families Evidence of referred services entered in of other education, health, nutrition, and social MIS2000 services to help connect them to such services. Onsite: ESSA Sections 1304(c)(6), 1304(c)(7)(A). Migrant Family Liaison Recordkeeping Log
FACE 19 Parents have been informed of their child’s Written parental documentation of placement into a Language Instruction I-A waived services with parental signature Educational Program (LIEP) within 30 days if cumulative files for English Waived (W) enrolling at the beginning of the school year or 2 students, as applicable (This weeks in the middle of the school year. Parents documentation must be updated annually have been informed regarding their right to to reflect waived status.) withdraw the child from a program upon their request, and to decline enrollment or choose (Upload template or redacted form and another program or method of instruction. ESSA onsite file review.) Section 1112(e)(3)(A)-(B). Parent Notifications are in student cumulative folders and contain all required components:
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments o Reason for identification o Current ELP level and how it was assessed o Current academic achievement scores o Method of EL instruction and how it will meet the educational strengths of the child to meet EL and academic proficiency o Exit requirements & graduation year o Coordinate supports if also on an IEP (Upload template or redacted form and onsite file review.) Note: This indicator applies to all Title I-A programs even if there are no enrolled English Learners.
FACE 20 The LEA ensures that the notifications sent to Copies of letters sent to parents in English parents are in an understandable and uniform I-A and other applicable language(s) (i.e format and, to the extent practicable, provided in LEA/school/classroom policy/procedures, III-A a language the parents can understand. ESSA newsletters, permission forms) Section 1112(e)(4). IX-A Copies of Interpreter Confidentiality Agreements (if available) Note: This indicator applies to all Title I-A programs even if there are no enrolled English Learners.
FACE 21 The LEA ensures that it implements an effective Evidence of LEA’s commitment to means of outreach to parents of English Learners I-A involving parents of English Learners (i.e. regarding their child’s education. ESSA Section LEA policy, family/parent engagement 1112(e)(3)(C). policy, mission statements)
Evidence of outreach invitations
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
Signed attendance sheets with parents of English Learners clearly identified/highlighted Other examples of evidence outreach may include meeting minutes, PowerPoint presentations, survey samples and overall results, copies of call logs, home visits and notes from these interactions. Note: This indicator applies to all Title I-A programs even if there are no enrolled English Learners.
FACE 22 LEAs are required to provide or strengthen and Evidence of outreach invitations (e.g. increase parent, family, and community III-A copies of call logs, home visits, invitations, engagement in programs that serve ELs using flyers) Title III funds. ESSA Section 3111(b)(2)(D)(iv). Signed attendance sheets with parents of English Learners clearly identified/highlighted
Meeting agenda and minutes
Evidence of the implementation of before/after school programs: o Sign-in sheets for tutorials o Data from progress monitoring o Before/after school tutorial schedules o Students targeted and participating in tutorials o Educational software listed in lesson plans, etc.
FACE 23 The LEA has provided parents or guardians with Procedures for providing information to information about the student's ELP level, III-A parents program options, and an opportunity to opt out of the EL program or particular EL services in the Copies of materials provided to parents program within 30 days of the beginning of the school year (or two weeks of the child being placed in a language instruction educational
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments program, for children who have not been identified as ELs prior to the beginning of the Copies of materials provided to parents school year). The LEA has provided this notice in translated into parents' native languages a language the parent can understand or made an oral interpreter available. ESSA Section 1112.
FACE 24 Parents, LEA and higher education staff, and Evidence of outreach invitations (e.g. community agencies/groups participate in III-A email invitations, flyers) developing and implementing ELD program plan. If applicable, coordinate with local Head Start Meeting agendas and minutes and Early Head Start agencies, including migrant and seasonal Head Start, and other early Signed attendance sheets with participant childhood education providers. ESSA Section names and roles/affiliations 3116(b)(4)(C),(D).
FACE 25 The LEA conducted consultation with Evidence of ongoing consultation, stakeholders served by the LEA during the design IV-A including meeting minute notes, and development of its Title IV,A application and attendance sheets, etc. continues to consult with stakeholders to improve activities it conducts and coordinate with other related activities in the community. ESSA Section 4106(c).
SCHOOL IMPROVEMENT (SI)
Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
SI 1 The LEA complies with the requirements for Documentation for all of the following is required: School Improvement. ESSA Section 1003. I-A Evidence of a School Improvement Plan for all CSI Comprehensive Support and Improvement and ATSI schools (CSI) schools were identified during the 2018-19 School Year. CSI plans submitted by the LEA and approved by the SCDE. Targeted Support and Improvement (TSI) and Additional Targeted Support and
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
Improvement (ATSI) schools are identified ATSI plans submitted by the LEA and approved annually. by the SCDE. Plans are monitored by the LEA. Note: CSI and ATSI plans must meet ESSA School Improvement requirements: 1. Develop and implement a plan involving stakeholders that include principals and other school leaders, teachers and parents 2. Improve student outcomes based on indicators in the statewide accountability system for each subgroup of students that was the subject of notification 3. Is informed by all indicators, including performance against long-term goals 4. Includes evidence-based interventions 5. Identify resource inequities 6. Is monitored, upon approval and implementation, by the LEA 7. Results in additional action following unsuccessful implementation after a number of years determined by the LEA Note: The requirement to identify schools was waived for 2019–20 school year. ESSA Section 1111(d)(2)(B-C)
SI 2 Description of how the local educational Approved plan in GEMS agency will prioritize funds to schools II-A served by the agency that are implementing Interview (as needed) comprehensive support and improvement activities and targeted support and improvement activities under section 1111(d) and have the highest percentage of high poverty children counted under section 1124(c). ESSA Section 2102 (b)(2)(C).
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TEACHER AND PARAPROFESSIONAL QUALIFICATIONS, AND PROFESSIONAL DEVELOPMENT (QPD)
Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
QPD 1 The LEA will ensure that all teachers and Schoolwide: List of all instructional paraprofessionals working in a program I-A paraprofessionals, regardless of funding supported with Title I funds meet applicable source, noting how the paraprofessionals I-C state certification and licensure meet the paraprofessional requirements requirements, including any requirements III-A OCR for certification obtained through Targeted Assistance: List of all teachers and V-B alternative routes to certification. ESSA paraprofessionals working in a Title I Targeted Section 1111(g)(2)(J). Assistance program, noting how the staff This also includes teachers qualified and members meet the state qualifications, certified to teach ELs: certification and licensure requirements The LEA must recruit and retain effective Note: This is applicable to all Schoolwide Programs teachers, particularly in high-need subjects. and Targeted Assistance Schools. All teachers and paraprofessionals must meet applicable state LEAs must hire teachers qualified and certification and licensure requirements. certified to teach ELs, or support unqualified staff as they work towards For information on teacher certification, visit the obtaining the qualifications within a Certification & Professional Standards webpage. reasonable period of time. Title VI of the For information on paraprofessional requirements, Civil Rights Act of 1964. visit the Paraprofessional webpage. EL Program:
Bilingual or ESL endorsement, or university transcripts for educators earning their EL endorsement, who are providing Language Instruction Educational Program (LIEP) services Evidence that a certified EL Teacher oversees paraprofessionals’ instruction. (e.g. meeting logs for co-planning time)
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
QPD 2 The LEA ensures that low income and Analysis of teachers by school to include years minority students are not taught at higher I-A experience, highest degree earned, and areas rates than other students by ineffective, of certification inexperienced, or out-of-field teachers. ESSA Section 1112(b)(2). Evidence of incentives for voluntary transfers, provision of professional development, recruitment programs and other effective strategies that are used to address any gaps where low-income students and minority students are taught at higher rates than other students by ineffective, inexperienced, or out- of-field teachers
QPD 3 Paraprofessionals are under the supervision Paraprofessional schedule, including where of a certified or licensed teacher, including I-A instruction is provided and the name of the individuals employed in language supervisor I-C instruction educational programs, special education, and migrant education. ESSA Note: Each paraprofessional schedule, LEA budget III-A Section 1112(c)(6). & expenditures, and time and effort should align V-B for all Title programs. Ex: 50% TI-A, 20% TII-A, 30% Paraprofessionals, also known as General Funds. ‘paraeducators’ include education assistants and instructional assistants. ESSA Section 8101(37).
QPD 4 LEAs must use Title III funds to provide SCDE Preparation (not necessary to upload): effective professional development for III-A teachers and principals of ELs that is: Attendance of LEA personnel attending state/regional training(s) • Designed to improve the instruction Onsite: and assessment of ELs; • Designed to enhance the ability of Agendas and sign-in sheets for EL specific teachers and principals to understand professional development including and implement curricula, assessment participants’ roles (e.g. teacher, measures and practices, and paraprofessional, administrator) instructional strategies for ELs; • Effective in increasing children’s Presentations or other supporting materials English language proficiency or associated with the training
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
substantially increasing the subject Training evaluations/surveys from staff matter knowledge, teaching knowledge, and teaching skills of teachers of ELs; and • Of sufficient intensity and duration to have a positive and lasting impact on the teachers’ performance in the classroom. This does not include one- day or short-term events, unless as part of a teacher’s comprehensive professional development plan that is based on a needs assessment. ESSA Section 3115(c)(2).
QPD 5 The LEA provides professional development Current year agendas and sign-in sheets for on meeting the unique needs of migratory I-C annual migrant specific professional students to administrators, teachers, development/trainings during the regular paraprofessionals, and other program staff. school year and, if applicable, for summer ESSA Section 1304(c)(7)(B). school. Include participants’ roles (e.g. teacher, paraprofessional, administrator)
Presentations or other supporting materials associated with the training
QPD 6 The LEA can demonstrate that all teachers Teacher licensure files or folders in any language instruction program for ELs III-A OCR are fluent in English and in any other Teacher certification and endorsements language used for instruction, including having written & oral communication skills. ESSA Section 3116(c)
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
QPD 7 The LEA can describe the local educational Professional Development Calendar agency’s systems of professional growth I-A and improvement, such as induction for Documentation of Induction Program II-A teachers, principals, or other school leaders and opportunities for building the capacity Documentation of Leadership Academy, if of teachers and opportunities to develop applicable meaningful teacher leadership. ESSA Section 2102 (b)(2)(B) The LEA provides professional development to teachers, principals, other school leaders, paraprofessionals, and if appropriate, specialized instructional support personnel, and other school personnel who work with participating children or in the regular education program.
TRANSPARENT ACCOUNTABILITY
FISCAL ACCOUNTABILITY (FA)
Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
FA 1 Written Policies and Procedures Evidence that the LEA has a manual that sets I-A Pursuant to EDGAR, the following policies forth the policies and procedures used by the and procedures MUST be in writing: LEA to administer federal funds: I-C Cash Management and Payment • Cash Management and Payment I-D Systems: Systems and Internal Control The LEA has internal controls in place II-A that identify in writing: 1) who tracks • Allowable Costs III-A expenditures; 2) who draws down funds;
3) who deposits the checks. The LEA has • Time and Effort
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments IV-A an internal accounting system process • Procurement that identifies obligations, unobligated V-B balances and interest earned, and how IX-A • Record Retention and Privacy these are tracked (e.g., excel or carryover calculator). For all grants, source (original Protection source) documents are kept: federal Uniform Guidance 2 CFR 200.180, 200.213, awards CFDA; federal award ID number; 200.302(6), 200.302(7), 200.303, 200.317, Authorization; etc. 200.430, 200.318, 200.474(b), ED Cost Note: Generally, an LEA should not earn interest Allocation Guide, SCDE Federal Assurances, because LEAs receive payments from the SCDE on a Terms and Conditions reimbursement basis.
Reasonable controls are in place (i.e. more than one signature for the purchase order process; general ledger & journal entry functions are prepared by someone different than the person who reconciles and deposits revenues, etc.) for any federal award program Allowable Costs, including employees’ travel reimbursement process (manuals)
Time and Effort requirements: All employees who are paid in full or in part with federal funds must keep specific documents to demonstrate the amount of time they spent on grant activities. Types of Documents: 1) Semi-annual certification (single cost objective 100%); 2) Personnel Activity Reports (PARs) (multiple cost objectives) (Payroll charges must match the actual distribution of time recorded.)
Public school personnel who are paid with Title I-A funds may participate in general professional development and school planning activities and assume limited duties that are assigned to similar personnel who are not so paid.
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
Note: Resources are available on the Funding & Fiscal Accountability webpage under Time and Effort Certification.
Procurement and Inventory: Procurement policies and procedures must address conflicts of interest, ensure contractors are not suspended or disbarred, verify contractors perform in accordance with terms and conditions of the award, provide for full and open competition and meet the methods for procurement, etc. Management and disposition of equipment and supplies purchased using federal funds must include, for example, 1) process performed when inventory is received; 2) process describing what type of property is tagged and what position/office performs the tagging; 3) process to adjust the inventory records in the event the property is sold, lost, or stolen, or cannot be repaired; and 4) process describing how the physical inventory is performed. Record Retention and Privacy Protection: The procedure includes reasonable safeguards for ensuring that paper and electronic records are not altered and stored for at least 6 years.
FA 2 Budget and Accounting Systems: Detailed Budget Report or Revenue & I-A The LEA’s accounting systems must track Expenditures Report. Revenue/budget has to and report all federal grants allocations match the LEA’s allocation for that year. This (SI-CSI ) (budgets) and expenditures separate from report should also include categories (salaries, I-C state and local funds. Each federal program operating costs). must have its own proper funding code and I-D each programs’ actual allocation must align Title I-A Only: Budget report by building. to the issued GAN. The LEA ensures that
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments II-A funds are timely obligated and expended during the period of performance. Uniform III-A Note: This is to review the Title I-A allocations Guidance 2 CFR 200.302, 200.308, 200.309, to schools ranking order. The LEA’s budget 34 CFR 76.707-76.710. IV-A breakdown per school must be consistent V-B with the LEA’s, Title I-A allocation to schools’ tab. IX-A
FA 3 Cost Principles and Allowable Use of Detailed Ledger Report (This report should Funds: I-A include detailed expenditure transactions: Expenditures maintained at the LEA for type of expense, vendor name, date and I-C each federal program are- amount.) I-D • Allowable and approved Labor History by Fund Report (This report II-A activities. should include positions, names, and • Supplement Not Supplant state amounts.) III-A and local funds. Note: Title III,A IV-A and MV funds must also List of all staff, including FTEs and funding supplement other federal funds. sources V-B Supplement/not supplant for Title For Title III: Assurance (statement or evidence) IX-A I-A has its own indicator (FA 7) • Necessary, reasonable and that no more than 2% of current year’s allocable. allocation is used for administrative purposes, • Conform with the federal law and includes both direct and indirect costs grant terms, consistent with state and local policies, consistently treated as either direct cost or an indirect cost, in accordance with GAAP. ESSA Sections 1003, 1112, 1118(b), 2103, 2301, 3116. Uniform Guidance 2 CFR Part 200, Subpart E. Migrant: If the LEA houses MEP staff, also include all budget information for positions related to ID&R and provision of supplemental services.
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
FA 4 Title I-C Allowable Use of Funds Detailed schedule(s) for migrant funded staff, I-C The LEA uses Title I-C funds only to support including time designated for migrant duties programs and projects outlined in the State Service Delivery Plan. ESSA Section Job description(s) for migrant funded staff 1304(c)(1).
FA 5 The LEA has reserved not more than two Documentation reflecting distribution of funds percent of its allocation for the direct III-A administration of the Title III-A. ESSA Section 3115(b).
FA 6 The LEA prioritized the distribution of funds Sampling of data reviewed to determine to schools with the greatest needs as IV-A prioritization of funds determined by the LEA and may include schools with the highest percentage of Documentation reflecting distribution of funds children from families below the poverty level, identified as neglected and delinquent or in foster care. ESSA Section 4106(e)(2).
FA 7 Title I-A Supplement Not Supplant: The LEA’s methodology will have to describe I-A The new Title I-A supplanting test focuses how the distribution of its general state and on methodology rather than identification local funds to each school is neutrally of individual costs. Under ESSA, LEAs must determined. It may be: demonstrate that the methodology used to • methodology based on enrollment and allocate state and local funds to each school grades, or receiving Title I funds ensures that each • methodology based on enrollment and school receives all of the state and local subgroups of students, or funds it would otherwise receive if it were • other - please describe (i.e., based on not receiving Title I funds. ESSA Section FTE’s, combination of grades and 1118(b)(2). subgroups of students). An LEA may exclude from determinations of Note: The SCDE cannot prescribe a particular compliance with SNS supplemental state or methodology (process, method, logic, etc.). local funds that meet the intent and However, several LEAs have shared their purposes of Title I,A. ESSA Section methodology with the SCDE. These examples are 1304(c)(2), 34 CFR 200.79. suggested approaches, but are not mandated that LEAs implement any of these sample See OMB Compliance Supplement, methodologies. Department of Education Cross-Cutting
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments Section, Compliance Requirements, Note: This indicator does not apply to the Matching, Level of Effort, Earmarking. following: - To grade spans in which the LEA only has one school; - To grade spans that have only Title I schools or only non-Title I schools; - To single school LEAs; or - To LEAs with all Title I schools.
FA 8 Title III-A Supplement Not Supplant: Records/evidence that materials, and III-A The LEA ensures that Title III, A funds and equipment related to initial identification, Title V,B funds supplement and do not placement, and annual ACCESS 2.0 supplant other federal, state, and local administration for English Learners are paid funding. ESSA Section 3115(g). for with state EL & local funding The LEA uses only state or local funds for Note: Federal funds may not be used for initial costs of staff, materials or equipment identification and placement and annual English related to initial identification, screening, language proficiency assessment administration of placement, and annual English Language English Learners in a core ELD program. Proficiency assessment of English Learners in a core Language Instruction Educational Program (LIEP). ESSA Section 3115(g). The core ELD instructional program provided to English Learners is paid for with State and local funds in order to meet Castañeda and Lau requirements, (Identification, screening, placement). ESSA Section 3115(g). If any of the following presumptions of supplanting apply, the LEA can rebut the presumption: • The LEA used federal funds to provide services that were provided using other federal or nonfederal funds the previous year; or • The LEA used federal funds to provide services that it is required
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments to make available under other federal, state, or local law. These presumptions are rebuttable if the LEA can demonstrate that it would not have provided the services in question with non- federal funds had the federal funds not been available. See OMB Compliance Supplement, Department of Education Cross-Cutting Section, Compliance Requirements, Matching, Level of Effort, Earmarking.
FA 9 Supplement Not Supplant: Detailed Ledger Report (This report should include detailed expenditure transactions: I-C The LEA uses federal funds to supplement type of expense, vendor name, date and and not supplant the educational program I-D amount.) activities provided with state and local II-A funds (Title V-B includes other federal Labor History by Fund Report (This report funds). ESSA Sections 1304(c)(2), 1415(b), IV-A should include positions, names, and 2301, 4110, 5232. amounts.) V-B If any of the following presumptions of IX-A supplanting apply, the LEA can rebut the List of all staff, including FTEs and funding presumption: sources
• The LEA used federal funds to provide services that were provided using nonfederal funds (and for V-B other federal funds) the previous year; • The LEA used federal funds to provide services that it is required to make available under other federal, state, or local law; or • The LEA used Tittle I,C funds to provide services for participating children that the LEA provided with nonfederal funds for nonparticipating children (only applicable to Title I,C).
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments These presumptions are rebuttable if the LEA can demonstrate that it would not have provided the services in question with non- federal funds (and for V-B other federal funds) had the federal funds not been available. For Title I,C, an LEA may exclude from determinations of compliance with SNS supplemental state or local funds that meet the intent and purposes of Title I,C. ESSA Section 1304(c)(2), 34 CFR 200.88. See OMB Compliance Supplement, Department of Education Cross-Cutting Section, Compliance Requirements, Matching, Level of Effort, Earmarking.
FA 10 CPA Single Audit: Copy of “Schedule of Findings and Questioned I-A The LEA has had an annual single audit and Costs” section from LEA audit for last two any audit findings have been timely years (Reviewer: Pay particular attention to I-C addressed and corrected, as needed. Section III Federal Award Program Audit.) I-D Uniform Guidance 2 CFR Part 200 Subpart F (Formerly OMB A-133). Evidence that Section III, Federal Award II-A Program Audit findings have been addressed III-A IV-A V-B IX-A
FA 11 Physical Inventory: Evidence that the LEA performed an annual I-A A physical inventory of the property must physical inventory of the property purchased be taken annually. Title I Equipment and with federal funds I-C Inventory Control and Tracking Procedures Evidence showing that each equipment and I-D computing device purchased with federal
funds includes the following information: II-A Equipment: III-A • Serial number or other identification number;
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments IV-A The LEA has a current inventory process of any equipment and electronics purchased • Source of funding for the property; V-B with federal funds. 2 CFR. § 200.313 (2015) • Who holds title; IX-A Supplies: • Acquisition date and cost of the property; Tangible personal property other than • Percentage of federal participation in the those defined as equipment in the Uniform projects costs for the federal award Guidance. Uniform Guidance 2 CFR § under which the property was acquired; 200.314 (2015) • Location, use and condition of the property; and • Any ultimate disposition data including the date of disposal and sale price of the property • (Migrant Only) Migrant inventory to include device purchased for eCOE
FA 12 Rank and Serving: Evidence of the allocation of Title I,A funds to I-A The LEA can demonstrate that it complies all public schools, complying with rank and with the rank and serve requirements, serve priorities and per pupil allocation
based on the number of low-income requirements families who reside in eligible attendance areas. The LEA can demonstrate it included charter schools in its rank and serve calculation. ESSA Section 1113.
FA 13 Comparability: SCDE Preparation (not necessary to upload):
I-A The LEA meets comparability requirements. Copy of Comparability Report sent to SCDE ESSA Section 1118(c). Note: For additional information on Comparability, An LEA may exclude from its comparability click here. calculations supplemental state or local funds that meet the intent and purposes of Title I,A. 34 CFR 200.79.
FA 14 Maintenance of Effort: Copy of expenditure data from applicable I-A The LEA has calculated and met its MOE MOE years for comparison requirement. If the LEA did not meet MOE,
it requested a waiver, as appropriate. ESSA Data regarding any waiver request Secs. 8521(a) & 8521(c).
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
FA 15 Time and Effort: Time and Effort documentation may include:
I-A Charges to federal awards for salaries and Semi-annual certification: (single cost wages, including stipends, must be based I-C objective 100%) on records that accurately reflect the work Personnel Activity Reports (PARs) completed I-D performed. at least monthly (multiple cost objectives) II-A All employees who are paid in full or in part with federal funds must keep documents Note: All time and effort documentation must be III-A (known as time and effort records) to reconciled to ensure accurate charging to demonstrate the amount of time they spent IV-A applicable federal programs. on grant activities. Uniform Guidance 2 CFR V-B 200.430, 200.403(a), SCDE Federal Assurances, Terms and Conditions Note: Resources are available on the Time and IX-A Effort Reporting webpage.
FA 16 Record Retention: Evidence that the LEA maintains all records I-A The LEA maintains original records for a related to grants as required for a period of period of 6 years after the grant expires. If six years (5 plus 1 audit year) I-C records are electronic, there is no need to The LEA has the GAN (Grant Award I-D create and retain paper copies. Both types of records may be subject to periodic Notification) on file. II-A quality control reviews. Uniform Guidance 2 III-A CFR 200. 333, 200.335. IV-A Definition: The original record is the record that remains in the same content, V-B context, and structure that it was created IX-A the day it was used, based on the LEA’s policy. If an LEA’s policy is to obtain actual signatures on all Purchase Orders (POs), then all documents with original signatures must be filed and stored. If the policy allows electronic POs with digital signatures, then all electronic POs must be saved on a shared drive.
FA 17 The LEA shall reserve Title I-A funds as are Two principles govern the usage of homeless set- necessary to provide services comparable aside funds: I-A to those provided to children in public IX-A funded schools to homeless children and Services must be reasonable and necessary to assist student experiencing
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments youths to assist them to effectively take homelessness to take advantage of advantage of educational opportunities. educational opportunities, and This reservation requirement is not formula The funds must be used only as a last driven. The method of determination of resort when funds or services are not such funds shall be determined; available from other public or private sources. a. based on the total Title I-A allocation received by the LEA; Title I-A Budget page – Homeless Education and set-aside amount must be sufficient to b. prior to any allowable provide services to homeless child and youth. expenditure or transfers by the LEA. Evidence of agreement that the set-aside amount by Title I director and Homeless Funds may be used to provide homeless Liaison to meet the Homeless ed. program children and youth, who attend Title I and needs non-Title I, schools services not ordinarily Evidence of budget expenditures to provide provided to other students, i.e. funding for educationally related support services to Homeless liaison, transportation, fees, etc. children in non-Title I-A schools ESSA Section 1113(c)(3)(A),(C). Optional: Evidence of alternative funding sources and/or donations to support the needs of the LEA’s Homeless Ed. Program (i.e. “Angel” fund, Ed. Foundation, Donor lists, etc.) Note: For examples and links to resources, go to the Title IX-A: Homeless Children & Youth webpage.
FA 18 The LEA has internal controls in place to Policies and procedures that include internal assure compliance and reduce the risk of I-A control reviews and timely correction of fraud, waste, and abuse of federal funds noncompliance I-C (Ex: segregation of duties, checks and balances, etc.). Any identified I-D noncompliance is timely corrected. Uniform II-A Guidance 2 CFR 200. 303. III-A IV-A V-B
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Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments IX-A
FA 19 Transferability: Detailed Budget Report or Revenue & I-A The LEA ensures that any funds transferred Expenditures Report out of/into Title II,A and/or Title IV,A are Consultation documentation I-C transferred from or into allowable I-D programs and that the transfer amount is included in total allocation of the program II-A under which funds were transferred. The III-A LEA also ensures timely and meaningful consultation occurs prior to any transfer. IV-A ESSA Sections 5103, 8501.
FA 20 Consolidated Administrative Funds: Detailed Budget Report or Revenue & I-A The LEA ensures that any consolidated Expenditures Report funds are used for allowable administrative I-C purposes under any of the consolidated I-D programs and/or as permitted under ESSA Sections 8203(d)(1); 8201(b)(2). II-A III-A IV-A V-B
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REPORT CARD REPORTING (RC)
Indicator/ Supporting Documents and N Findings, Actions Needed, Programs Citation Resources Y N A Recommendations, Comments
RC 1 LEAs must prepare and disseminate an Evidence that the LEA and each school links annual report card that includes I-A directly to SCDE’s report card website for the information on such agency as a whole and LEA and for each school (In the case that the each school served by the agency. LEA does not operate a website, provide the Each LEA report card shall be— (i) concise; information to the public in another manner (ii) presented in an understandable and determined by the LEA.) uniform format, and to the extent practicable, in a language that parents can South Carolina School and District Report understand; and (iii) accessible to the Cards public, which shall include— (I) placing such Documentation/evidence of dissemination report card on the website of the local educational agency; and (II) in any case in Note: The requirement to report on certain which a local educational agency does not assessment and accountability-related data was operate a website, providing the waived for 2019–20 school year. information to the public in another manner determined by the local educational agency. ESSA Section 1111 (h)(2).
EQUITABLE SERVICES TO PRIVATE SCHOOLS (ES)
Supporting Documents and N Findings, Actions Needed, Indicator Citation Resources Y N A Recommendations, Comments
ES 1 The LEA annually communicates with and List of all private schools in LEA and reaches out to eligible private schools I-A surrounding area regarding available equitable services and I-C conducts ongoing consultation with Copy of timeline for consultations interested private school representatives in
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Supporting Documents and N Findings, Actions Needed, Indicator Citation Resources Y N A Recommendations, Comments II-A a timely and meaningful manner, offering all applicable programs, such as Title I-A, Evidence that the LEA annually contacts III-A Title I-C, Title II-A, Title III-A, Title IV-A, etc. officials of eligible private schools IV-A ESSA Sections 1117(a)(1)(A), 8501(c)(1). Copy of completed Intent to Participate Form from each participating private school
ES 2 The LEA provides services to private Needs assessment for the participating private schools’ students and teachers in an I-A schools for each program they are requesting equitable manner based on the needs of equitable services I-C the eligible students and teachers as identified by private school representatives Description of services provided to II-A that desire to participate. ESSA Sections participating private school(s) III-A 1117(a)(1)(A), 8501(c). Documentation of process used to determine IV-A private school’s professional development needs Evidence that the LEA and private school(s) evaluate the Title I program based on standards and assessment and annual progress of participants
Documentation showing that the LEA appropriately identified private school English learner students
ES 3 The LEA provided specific information Schedule including days/times for services regarding how and when services would be I-A including who is providing the services provided after timely and meaningful I-C consultation. ESSA Sections 1117(b)(1)(C), 8501(c)(1)(C). II-A III-A IV-A
ES 4 The LEA provides an explanation of how Funding calculations for each private school funding was determined for equitable I-A and program indicating the number of services. ESSA Sections 1117(a)(4)(C), students used in the calculations, I-C 8501(a)(4)(C). economically disadvantaged numbers (Title I-
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Supporting Documents and N Findings, Actions Needed, Indicator Citation Resources Y N A Recommendations, Comments II-A A), identified English learners (T III-A) and percent of total population III-A IV-A
ES 5 The LEA shall obligate funds for the Documentation showing proportionate share education services during the fiscal year the I-A of funds allocated to participating schools funds were received. ESSA Sections Invoice, payroll and other source documents I-C 1117(a)(4)(B), 8501(a)(4)(B). for expenditures II-A III-A IV-A
ES 6 The LEA provides opportunities for eligible Documentation of private school teachers’ teachers of participating private schools to I-A participation in professional development participate, on an equitable basis, in activities I-C professional activities. ESSA Sections 1117(a)(1)(B), 8501(a)(3)(A). II-A III-A IV-A
ES 7 The LEA maintains records of its effort to Copy of LEA’s complaint process notifying the resolve any complaints made by private I-A private school official of the right to complain school representatives. ESSA Sections to the SCDE regarding consultation by the LEA I-C 1117(b)(2), 8501(c)(2). that was not meaningful and timely or did not II-A give due consideration to the views of the private school official III-A Evidence that complaint procedure has been IV-A shared with private schools
Documentation of communication with private schools regarding any complaints received
ES 8 The LEA retains control of funds and Control of funds: Evidence the LEA maintains includes an inventory of fixed assets for all control of all funds related to services,
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Supporting Documents and N Findings, Actions Needed, Indicator Citation Resources Y N A Recommendations, Comments I-A equipment purchased with funds for materials, and equipment expenditures on equitable services usage. ESSA Sections behalf of private school students and teacher I-C 1117(d)(1), 8501(d)(1). LEA inventory for each private school which II-A includes the location of the items III-A Evidence of communication with private schools regarding an annual update of its IV-A inventory
ES 9 Services provided to private school children Contract of individual(s) providing services to were provided by employees of the LEA or I-A private school children contracted by the LEA. ESSA Sections I-C 8501(a)(5), 8501(d)(2)(A), 1117(d)(2)(A). Qualifications of the individual(s) providing services II-A III-A IV-A
ES 10 The LEA and private school representatives Documentation of evaluation discussion review the services provided annually to I-A determine the effectiveness of the services Data review of student results (Title IA) I-C in meeting the needs of the students and teachers at the private school. ESSA Section II-A 1117(b)(3). III-A IV-A
TITLE I-PART D: NEGLECTED, DELINQUENT, OR AT-RISK (SUBPART 1 AND 2)
Supporting Documents and Findings, Actions Needed, Indicator Citation Resources Y N NA Recommendations, Comments
ND 1 PROGRAM MANAGEMENT Written program plan I-D Subpart 1 and Subpart 2 The LEA supports the unique needs of
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Supporting Documents and Findings, Actions Needed, Indicator Citation Resources Y N NA Recommendations, Comments
neglected, delinquent, or at-risk youth Process/timeline for planning, collaboration, participating in local educational agency and application submission programs or in collaborative partnership programs administered within N or D Current memorandum of agreement (MOU) facilities, which: or assurance(s) between the LEA and 1) serve children and youth returning to facility(s) are in place with current review local schools from correctional facilities and date and signatures (Subpart 2 only) assist in their transition back to the school Evidence of coordination w/ other funding environment and help them remain in sources and programs school in order to complete their education; Secure means of sharing sensitive Personally 2) provide dropout prevention for at-risk Identifiable Information (PII) youth; 3) coordinate health and social services (drug & alcohol counseling, mental health counseling) to improve the likelihood such individuals will complete their education; 4) meet the unique academic needs of participating youth (career & technical ed, special education, etc); or 5) provide mentoring and peer mediation; or 6) provide services for at-risk Indian youth. ESSA TIPD Section 1424.
Subpart 2 Only Collaboration: LEA shall consult with each N or D Facility in the program planning and evaluation process, and ensure facilities are in compliance with their formal agreement. ESSA TIPD Section 1423(2). Formal Agreement: Each LEA desiring assistance under this subpart shall have a formal agreement or Memorandum of Understanding (MOU), reviewed, updated and signed annually regarding the joint- program between the LEA and the N or D Facility. ESSA TIPD-Sections 1423( (2)(A),(B).
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Supporting Documents and Findings, Actions Needed, Indicator Citation Resources Y N NA Recommendations, Comments Coordination: The LEA ensures that projects funded under this subpart are coordinated with other federal, state, and local programs, such as programs under Title I of the Workforce, Innovation, and Opportunity Act title I of Public Law 105- 220 and career vocational and technical education programs serving at-risk children and youth. ESSA TIPD- Section 1423(9) To the extent possible, LEAs and partner programs use technology to assist in coordinating educational programs between the correctional facility and the community school; ESSA TIPD-Section 1425(7).
ND 2 COUNTING Completed Title I-D Annual Count I-D Subpart 1 and 2 The LEA facilitates the timely completion/submission of the annual N/D count for any state identified neglected, delinquent, or at-risk program residing within their school LEA boundaries. ESSA TIPD-Section 1422(a) &, (c).
ND 3 EVALUATION OF PROGRAM Multiple data sources were used (list of data I-D Subpart 1 and 2 sources and data analysis records) Written Program Plan & Goals State agency (SA)/LEA uses results of evaluation to plan and improve programs Data review/analysis process for participating children and use. ESSA Completed needs assessment TIPD-Section 1431(d). Multiple data sources were used (list of data sources and data analysis records) Use of a variety of program evaluation tools (surveys, classroom observations, safety records, assessments) Evidence of on-going monitoring of program goals (Staff meeting agendas/minutes, monitoring documents and reports)
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Supporting Documents and Findings, Actions Needed, Indicator Citation Resources Y N NA Recommendations, Comments
Evidence that previous evaluation are being used for planning of new projects or goals (Needs assessment, program improvement plans)
ND 4 STAFFING & PROFESSIONAL Current list of all personnel (instructional & DEVELOPMENT I-D administrative staff paid with Title 1-D funds Subpart 1 and 2 Teachers teaching core academic subjects must meet state licensing requirements. Teachers and other qualified staff, who provide services to neglected, delinquent, Safety plan is in-place and staff are aware of or at-risk youth, receive appropriate processes and procedures. professional development to help them Staff participate in SCDE provided training as meet the unique needs of students. ESSA appropriate. (Conferences, regional sessions, TIPD-Section 1425(5). webinars, etc.) Professional development activities support instructional goals and include analysis of student achievement data. (Program goals)
ND 5 INSTRUCTION Each course offered in the program uses state The SA/LEA supports programing and I-D standards and objectives. (Curriculum docs, coordination with local N/D facilities to lesson plans) meet the unique needs of delinquent and at-risk youth and ensure they are Student/Teacher ratios comply with existing participating in an education program policy and procedures. comparable to one operating in the local Pre- and post-tests are administered to school such youth would attend. ESSA TIPD determine student need. Sections 1423(3), (5). Programing is designed to help student meet Special Education: The LEA ensures that learning goals. facilities are aware of students with Process for identifying and assisting students disabilities and student IEPs. ESSA TIPD- experiencing difficulty in meeting standards. Section 1423(12). (Lesson plans, IEP, etc.) Communication/Coordination: To the State tests or industry exams are extent possible, use technology to assist in administered or accessible in all courses, coordinating educational programs where applicable. between the N or D Facility and the Transcripts and diplomas reflect the credits community school; ESSA TIPD-Section earned for courses offered/taken while in an 1425(7). N or D program or facility.
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Supporting Documents and Findings, Actions Needed, Indicator Citation Resources Y N NA Recommendations, Comments
GED preparation materials and instruction are utilized where appropriate. Description of the efforts participating school will make to ensure correctional facilities working with children and youth are aware of a child or youth’s existing individualized education program, IEP. (Written plan, communication logs)
ND 6 EVALUATION OF STUDENT ACHIEVEMENT Completed Title I-D Annual Evaluation / I-D Subpart 1 and 2 (select LEAs) Consolidate State Performance Report SA/LEA shall evaluate the effectiveness of Enrollment & number of days/year Title I-D, Subpart 2 local educational agency educational program operates programs and collaborative partnership Disaggregated participant data (gender, programs administered within N or D race, ethnicity, age, students with facilities to determine the program’s impact disabilities) on the ability of participants to: Outcomes while in the program 1)maintain and improve educational (academic & vocational) achievement Outcomes after 90 days or release 2)graduate from high school (academic & vocational) 3)accrue school credits toward grade promotion and graduation Transition Services 4)as appropriate, compete high school Pre-Post Academic Performance equivalency requirements (Reading & Math) 5)as appropriate, participate in Data review/analysis process postsecondary education and job training programs 6)obtain employment after leaving a N or D program/facility ESSA TIPD-Section 1431(a).
ND 7 FAMILY/PARENT ENGAGEMENT Written plan describes how the program will I-D Subpart 1 and 2 involve families/parents in efforts to improve the education achievement of their child(ren) As appropriate and allowable, the SA/LEA Evidence of efforts to involve parents (Parent involves parents in efforts to: survey, phone logs, program plan, etc.) 1) Improve the educational achievement of Opportunities for parents to engage in their child(ren), activities that impact student achievement 2) assist in dropout prevention activities; (Family nights, teacher-parent meetings, etc.)
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Supporting Documents and Findings, Actions Needed, Indicator Citation Resources Y N NA Recommendations, Comments
and Parents receive individual information on 3) prevent the involvement of their academic progress (Report cards, progress child(ren) in delinquent activities. ESSA reports, etc.) TIPD-Section 1423(8).
ND 8 TRANSITION SERVICES Student Transition Plan Written plan of assistance that I-D Subpart 1 and 2 includes an assurance that The SA/LEA provides a description of the services are designed primarily characteristics (including learning to meet the academic and difficulties, substance abuse problems, and transitional needs of student other special needs) of the children and returning from correctional youth who will be returning from facilities correctional facilities and, as appropriate, Plans are co-developed with other at-risk children and youth expected appropriate law enforcement to be served by the program. How does the and/or local service provider school coordinate existing programs to personnel meet the unique educational needs of these youth? ESSA TIPD- Section 1423 (5). Description of how schools will work with probation officers & local service providers to Probation Officers: The SA/LEA ensures assist in meeting the needs of children and that schools receiving students returning youth returning from correctional facilities from correctional facilities work with (Written agreements, phone logs, transition juvenile probation officers to meet the plan meetings) needs of such students. ESSA TIPD-Section 1423(11). Coordination: The SA/LEA is to coordinate with existing social, health, and other services to meet needs of students returning from correctional facilities, at-risk children or youth, and other participating children, including prenatal heath care and nutrition services related to the health of the parent and the child or youth, parenting and child development classes, child care, targeted reentry and outreach programs, referrals to community resources, and scheduling flexibility. ESSA TIPD- Section 142332 (6).
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Supporting Documents and Findings, Actions Needed, Indicator Citation Resources Y N NA Recommendations, Comments Subpart 1 program requirements
• Each SA must reserve not less than 15 percent and not more than 30 percent of the total allocation receives in any year under Title I, Part D Subpart 1 to support transition services for these children and youth. • Ensure the successful reentry of youth offenders, who are age 20 or younger and have received a regular high school diploma or its recognized equivalent, into postsecondary education, or career and technical training programs, through strategies designed to expose the youth to, and prepare the youth for, postsecondary education or career and technical training programs. • Each SA must have a person of record designated for the coordination of transition services at each institution or facility. ESSA Section 1418(a).
ND 9 FISCAL ACCOUNTABILITY Budget amendment requests are submitted SA/LEA uses Title I-D Subpart 1 and Subpart I-D to TIPD Coordinator and approved 2 funds to effectively carry out programs that serve neglected, delinquent, and/or at- Reimbursements are requested in a timely risk children and youth. ESSA TIPD-Section manner. 1424. Funds are being expended in congruence with the approved application; allowable & needs LEA (Subpart 2) uses funds for appropriate based (invoices, journal entries, budget activities directly, through contracts or reports, program plan, needs assessment vs. cooperative agreements with N or D expenditures) facilities providing programing in support of participating students. ESSA TIPD-Section Inventory of Title I assets/equipment 1424 (b). appropriately tagged Procedures in place to ensure Title I funds
supplement, not supplants, general (state & local) funds (support documentation, policies & procedures)
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Supporting Documents and Findings, Actions Needed, Indicator Citation Resources Y N NA Recommendations, Comments
Title I records are kept for current year and three previous years. (current and archived records) Payroll records document the staff paid at the LEA or facility completely or partially paid from Title I funds
SCDE OVERALL COMMENTS:
Program Coordinators and Resources: Federal Programs Monitoring - Karen Cook: 803-734-4040 or [email protected] Title I-A Improving Basic Programs - Jennifer Rhodes: 803-734-8110 or [email protected] School Improvement & Support - Jennifer Rhodes: 803-734-8110 or [email protected] Family & Community Engagement - Leslie Bloss: 803-734-6037 or [email protected] Foster Care Liaison – Birley Wright: 803-734-8563 or [email protected] Title I-C Migrant Education Program - Zachary Taylor: 803-734-8219 or [email protected] Title I-D Neglected, Delinquent, or At-Risk - Marcus Corbett: 803-734-3454 or [email protected] Title II-A Supporting Effective Instruction - Jennifer Rhodes: 803-734-8110 or [email protected]
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Title III-A English Learner Program - Susan Murphy: 803-734-1601 or [email protected] Title IV-A Student Support & Academic Enrichment Program - Jennifer Rhodes: 803-734-8110 or [email protected] Title V-B Rural Education initiative - Jennifer Rhodes: 803-734-8110 or [email protected] Title IX-A Homeless Children & Youths - Linda Mirabal-Pace: 803-734-6010 or [email protected] Funding & Fiscal Accountability - Sharay Mosley: 803-734-0594 or [email protected] Equitable Services to Private Schools - Theresa Gregory: 803-734-3749 or [email protected] Director: Federal Programs - Dr. Sarah Longshore: 803-734-8118 or [email protected]
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